ANALYSIS OF BUILDING TASKS ON DO I SOUND GAY? FILM
A Thesis Submitted to Letters and Humanities Faculty In partial Fulfillment of the Requirements for Strata One Degree (S1)
DEVITA ADRIANI NIM. 1111026000032
ENGLISH LETTERS DEPARTEMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA 2017 ABSTRACT
Devita Adriani, Analysis of Building Tasks on Do I Sound Gay? Film. Thesis: English Letters Department, Letters and Humanities Faculty, Syarief Hidayatullah State Islamic University, Jakarta 2017.
This research analyzes transcripted conversation of documentary film Do I Sound Gay? directed by David Thrope was published in Toronto International Film Festival 2014. Qualitative method is used in this research to gain a specific outcome as the corpus results in a demand of a completely different respons. The objectives of this research is to describe the building tasks of discourse in the stance on sounding-gay voice issues reflected by the transcripted conversation. Eleven randomly data from six of various backgrounds interviewees; actor, activist, CNN news anchor, and fashion mentor, including Dan Savage, George Takei, Zach King, Ron Smyth, Bob Corff and Don Lemon were taken as the corpus. In this research the writer finds out the result that shows the way in which the interviewees each use the linguistics units to express gay-sounding voice issues based on their opinion . Moreover, this research resulted in the accomplishment of the use of the entirety of James Paul Gee’s seven building task by the interviewees.
Keywords: Discourse Analysis, Building Tasks, Documentary Film.
.
i
APPROVAL SHEET
ANALYSIS OF BUILDING TASKS ON DO I SOUND GAY? FILM
A Thesis Submitted to Letters and Humanities Faculty In partialFulfillment of the Requirements for Strata One Degree (Sl)
DEVITA ADRIANI NIM: 1111026000032
Approved by:
Advisor,
NrP. 19760918 200801 1 009
(Day/Date: Monday, May 29'h 2017)
ENGLISH LETTERS DEPARTEMENT LETTERS AIYD IIT'MANITIES FACULTY STATE ISLAMIC UNTVERSITY SYARIF' HIDAYATT]LLAH JAKARTA 2017
lr LEGALIZATION
Name Devita Adriani
NIM 1 I 1 1026000032
Title Analysis of BuildingTasks onDo I SoundGay? Fihn
The thesis entitled above has been defended before the Letters and Humanities Faculq,'s Examination Committee on July 19fr,2017.It has already been accepted as a partial firlfillmentof the requirements for the degree of strata one.
Jakarta, JuJy l9n,2AL7
Examination Committee
Signature Date llle-r+ 1. Drs- Saefudin. M.Pd. (Chair Person) /4" 19640710 199303 i 006 t8/s -t? 2. Elve Oktafivani. M.Hum. (Secretary) 19781003 2001122A02 t?/e - 11 3. Hikni. M.Hum. (Advisor) 19764918 200801 1 009 B/e-r:t 4. Drs. Saefudin. M.Pd. (Examiner I) ? 196407t0 199303 1 006 2./B -ra 5. Alfi Syalriyani. M.Hun. (Exa:niner II) et 19890424 201503 2 006 --t-
iii DECLARATION
I hereby declare that this submission is my own work and that, to my best knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgement has been made in the text.
Jakarta, May 2017
Devita Adriani
iv
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
The unmost praise and gratitude be to Allah Subhanahu wata’aalaa, the
Almighty, who has blessed strength and patience in the completion of this thesis.
Salutation and prayers always be upon Prophet Muhammad SAW, who has given us guidance to the brighter and the better state as well as to his descendents and followers.
On this occasion, sincere gratitude is expressed to my father
Dr.H.Madrawan Subadri,M.Pd and my mother Hj.Ani Agustina Birawati, for all their pray, unflagging love and unconditional support throughout her life and studies. Deepest appreciations are granted to my beloved sister Melinda Adriani for being great siblings and supporters.
Another special gratitude also dedicated to my advisor, Mr. Hilmi Akmal,
M.Hum, who has patiently given time, support, advice, and guidance to the completion of this thesis.
Further acknowledgement and appreciations are also given to these following people:
1. Prof. Dr. Sukron Kamil, M.A., the Dean of Adab and Humanities Faculty.
2. Drs. H. Saefuddin, M.Pd., the Head of English Letters Department.
3. Elve Octafiyani, M.Hum, the Secretary of the English Letters Department.
v
4. All the lecturers and staffs of English Letters Department at Syarif
Hidayatullah State Islamic University Jakarta on the given knowledge and
experiences.
5. Muhammad Fadhli Karim, thank you for support, encouragement and
inspiration in the completing of this thesis. Thanks so much for everything
you have done for me over the last three years. I know it has been a tough
year, and having you by my side has all easier. I don’t know how I could
have done it without you. Love you..
6. Yuni Asri, Farah Noor Syalies, Rainy Nur Norra and Riska Rahman thank
you for always being there when I needed the most and being the friends
that I always wanted, needed and appreciated.
May Allah SWT always bless the people mentioned. Finally, I realizes that this research is far from perfect, it is a pleasure for me to receive some critics amd suggestions.
Jakarta, May 2017
The Writer
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LIST OF TABLE
Table 3.1.1 : Data of Dan Savage ...... 32
Table 3.1.2 : Data of George Takei ...... 32
Table 3.1.3 : Data of Zach King ...... 33
Table 3.1.4 : Data of Ron Smyth ...... 33
Table 3.1.5 : Data of Bob Corff ...... 34
Table 3.1.6 : Data of Don Lemon ...... 34
Table 3.1.7 : Data after Being Processed ...... 36
Table 3.2.1 : Identification of Building Tasks of Data 1&2 ...... 41
Table 3.2.2 : Identification of Building Tasks of Data 3&4 ...... 47
Table 3.2.3 : Identification of Building Tasks of Data 5&6 ...... 51
Table 3.2.4 : Identification of Building Tasks of Data 7&8 ...... 55
Table 3.2.5 : Identification of Building Tasks of Data 9 ...... 59
Table 3.2.6 : Identification of Building Tasks of Data 10&11 ...... 64
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LIST OF CONTENT
ABSTRACT ...... i
APPROVAL SHEET ...... ii
LEGALIZATION ...... iii
DECLARATION ...... iv
ACKNOWLEDGEMENT ...... v
THE LIST OF TABLE ...... vii
THE LIST OF CONTENT ...... viii
CHAPTER I. INTRODUCTION ...... 1
1.1 Background of Study ...... 1 1.2 Focus of Study ...... 6 1.3 Research Questions ...... 6 1.4 Objectives of Research ...... 6 1.5 Significance of the Study ...... 7 1.6 Research Methodology ...... 7 1.6.1 Method of the Research ...... 7 1.6.2 Technique of Data Collection and Data Analysis ...... 8 1.6.3 Instrument of the Research ...... 9 1.6.4 Unit of Analysis ...... 9
CHAPTER II. THEORETICAL FRAMEWORK ...... 10
2.1 Previous Research ...... 10 2.2 Theoretical Description ...... 13 2.2.1 Discourse Analysis ...... 13 2.2.2 Documentaries ...... 15 2.2.2.1 Documentaries as Discourse ...... 15
viii
2.2.2.2 The Interview: Technique and Conditions ...... 18 2.2.3 Building Tasks ...... 19 2.2.3.1 Significance ...... 21 2.2.3.2 Activities ...... 22 2.2.3.3 Identities ...... 23 2.2.3.4 Relationships ...... 24 2.2.3.5 Politics (the distribution of social goods) ...... 24 2.2.3.6 Connections ...... 25 2.2.3.7 Sign systems and knowledge ...... 26
CHAPTER III. RESEARCH FINDINGS ...... 31
3.1 Data Description ...... 31 3.2 Data Analysis ...... 37
CHAPTER IV. CONCLUSION AND SUGGESTION ...... 66
4.1 Conclusion ...... 66 4.2 Suggestion ...... 67
BIBLIOGRAPHY ...... 69
APPENDICES ...... 72
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Discourse can be defined as a particular unit of language (above the sentence), and discourse as a particular focus (on language use).1 These two definitions are reflecting to the different between formalist and functionalist paradigms. The differences of paradigms make different background assumptions about the linguistics theory, method for studying language, the nature of data and empirical evidence. From functionalist view, the study of discourse is the study of any aspect of language use, as Stubbs (1983, Cited in Deborah Schiffrin) stated:
“Study of discourse is the study of the organization of language above the sentence or above the clause, and therefore to study larger linguistic units, such as conversational exchanges or written texts.”2
Discourse concerned with any meaningful of language which takes both written and spoken forms. Written or printed discourses can be referred as „text‟, can take up varieties of form such as newspaper articles, but also transcript of spoken conversations and interviews, as well as television programs, film, and web-pages.
1 Deborah Schiffrin, Approach to Discourse 3th Ed (Oxford: Blackwell Publisher Ltd, 2000), p. 20. 2 Deborah Schiffrin, Discourse Markers, (New York: Cambridge University Press, 1996), p. 1.
1 2
A film, otherwise known as a movie, moving picture or motion picture is defined as a form of entertainment that enacts a story by sequence of images giving the illusions of continuous movement.3 Film tells a story and has existents
(characters, object, and locations) and events. It presents with a story or narrative that is re-enacted through the interaction of characters. Narrative film or a film that tells a story has two parts, the actual story and how it is communicated
(discourse).
Seymour distinguishes between a story (histoire) and discourse (discours).In the simple terms, the story is the what in a narrative that is depicted and the discourse the how. Story is a set of events can be considered what happened in certain sequence and form the idea of the story. While Chatman describes discourse as the other necessary component of a narrative, a discourse that is the expression, the means by which content is communicated.4Discourse is an abstract concept with many manifestations. Discourse is the class of all expression of the story (natural language, music, etc).Thus, Chatman representing narrative in term of “story” and “discourse” and conceptual level of “content” and “expression”.
In line with the Seymour theory that described discourse as component of film, James Paul Gee stated:
“Discourses are the words that are use, the pictures that are seen, the material the text is printed on, the building we are in, the symbol we
3 D. Bordwell & K.Thomson, Film Art: An Introduction 5th Ed, (New York: McGraw- Hill, 2000), p. 13. 4 Chatman Seymour, Story and Discourse: Narrative Structure in Fiction and Film, (Ithaca: Cornell University Press, 1978), p. 9-10. 3
encounter, and all the other elements of discourse mesh together in a certain way that allow us to recognize them as being part of a certain theme.”5
There is a majority of discourses, with recognize the discourses based on their particular characteristics. These characteristics may include people, places, time, actions, interactions, verbal and nonverbal expression, symbol, things, tools and technologies that indicate certain identities and associated activities.
With the rise of interest in discourse analysis, the conversation in film has come centre stage. For far too long movies were created as social popular entertainment. Documentary films are increasingly popular with audience as factual and authentic record and official source of information. According to
Grierson, the documentary can be called “reality” because they involve issues of ethnics, politics, and social issues.6 The documentary is branch of film production which goes to the actual, and photographs it and edits it and shapes it. It attempt to give form and pattern to the complex of direct observation.7
In any research that focuses on conversation, the researcher needs to transcribe the data accurately. Transcription is a better tool for analysing the nature of language that portrayed in film conversation. Transcription can be defined as the process of creating representation in writing of speech event, in such a way as to make it accessible to discourse analysis. In line with that definition, Cumming stated:
5 James Paul Gee, An Introduction to Discourse Analysis: Theory and Method 2nd Ed, (Oxon: Routledge, 2005), p.21 6 John Grinerson, Introduction to Documentary , (Bloomington: Indiana University Press, 2010), p.159 7 Ibid., p.20. 4
“The goal of discourse transcription is to represent in writing those aspect of given speech event, as mediated through an audio or video record.”8
Transcription carry functional significance to the participants, whether these are linguistic or non linguistic that is accessible to analysis. To produce a record of all the conversation event represented on a tape, the discourse transcribers seeks to write down what is significant to user of language and drawn on a knowledge of the language transcribed, as well as of culture that goes with it.
According to Gee, discourse is an example of a “thinking device” for us to construct and construe the world. At the centre of Gee‟s view on discourse, he argues that humans use language to construct reality based on seven “blocks”, which attach significant, engage in activities, construct identities, enact relationships, declare a view on the distribution of social goods, establish connection and signal attachment to certain sign system and knowledge.
Thus, documentaries offer visual representations of some part of the historical world. They stand for represent the views of individuals, groups, and institutions. It seems that since the 1990s, minority groups in Western countries have made themselves heard more loudly than even before. One of these minority groups is the LGBT- community (lesbian, gay, bisexual and transgender). The community‟s increasing presence in the media can be argued to be one explanation for the attention the LGBT-community has gained in the last decades.
The film can either maintain the stereotypical ways which we view people of different sexual identities.
8 Susanna Cuming, Pappers in Linguistics Vol.4: Discourse Transcription, (Santa Barbara: University of California Press, 1992), p. 4. 5
It is common for people to rely on film to show them realistic portrayals of the LGBT-community, since for many, movies is the source of information on the matter. It is important to view how sexual minorities are depicted on film. In 2015 journalist and gay activist David Thorpe‟s documentary, “Do I Sound Gay?” introduced anxieties about “gay” voice as an exercise in self-improvement, and winds up with a compelling portrait of internalized homophobia and liberation.9
The fact that “sounding gay” has not been explored is all the more remarkable considering that it is on the minds of many gay men, like internationally acclaimed best-selling author David Sedaris, who says in the film:
“I‟m embarrassed to say this but sometimes somebody will say, “I didn‟t know you were gay”. Why does that make me feel good? I hate myself for thinking that. I thought I was beyond that. What‟s the problem if someone assumes that I‟m gay when I open my mouth?”
(00:15:49) – (00:15:55)
Like Sedaris, David Thorpe feels anxiety about his “gay” voice. Do I Sound Gay? weaves Thorpe‟s personal story with cultural analysis of gay voice. Thorpe seeks answers from friends, actor, activist, linguist, news anchor, fashion mentor and
LGBT celebrities, including Zach King, Ron Smyth, Bob Corff, Don Lemon, Dan
Savage, David Sedaris, and George Takei, who speak frankly about their own experiences.
Since this study will conduct a research in discourse building of documentary film transcript , the data used here comes from the transcript of the conversation with Dan Savage, George Takei, Zach King, Ron Smyth, Bob Corff
9 Do I sound Gay? Wikipedia.org, cited from https://en.wikipedia.org/wiki/Do_I_Sound_Gay, Accessed on November 2, 2015. 6
and Don Lemon that portrayed in Do I Sound Gay? Film. Therefore, this research will analyze the building tasks of discourse in Do I Sound Gay film using the building task concept proposed by James Paul Gee.
1.2 Focus of Study
In accordance the background of study above, this research is concentrated
on the building task concept proposed by James Paul Gee to unveil the building
task of discourse depicted on the transcript of Do I Sound Gay? Film and its
identities in the stance on gay issues.
1.3 Research Question
The research questions is adopted Gee‟s (2005, 2011) analytical tools of
discourse analysis. Based on the background of study, Gee‟s seven building
tasks of language is selected which act simultaneously in every piece of
language-in-use. The research questions which are proposed are:
1. What are the building tasks of discourse depicted on transcript of Do I
Sound Gay film?
2. How Do I Sound Gay film portray gay issues reflected by the building
tasks of discourse of its interviewees?
1.4 Objectives of Study
Based on the research questions, the purposes of this research are:
1. To describe the building tasks of discourse depicted on Do I Sound
Gay film. 7
2. To explain how Do I Sound Gay film portray Gay issues reflected by
the building task of discourse of its interviewees.
1.5 Significance of the Study
Theoretically, the significance of this research is to give a contribution on
the field of linguistics, specifically to the study of discourse analysis. This
research is also expected to be beneficial for referent or comparison for the next
study. So, it will give the next researchers some ideas to improve research on
discourse studies, especially in the aspect of building tasks of discourse.
Practically, this research is expected to be beneficial for linguistics
students, linguists and the public in general to understand the scientific field of
discourse, discourse studies, and even more specific, building tasks of discourse.
1.6 Research Methodology
1.6.1 Method of the Research
The method which is used in this research is qualitative
method. David Silverman defined:
“The qualitative method can provide a „deeper‟ understanding of social phenomena. Qualitative method have entered and mapped territories such as inner experiences, language, narratives, sign system or forms of social interaction.”10
This research will be attached with the building task theory by
James Paul Gee. The analysis will discover the building process of
10 David Silverman, Doing Qualitative Research, (London: SAGE Publications Ltd, 2013), p.125. 8
discourse on Do I Sound Gay film transcript and identities in the
stance on Gay issues.
1.6.2 Technique of Data Collection and Data Analysis
Non-participant observational method as the technique of
data collecting is used in this research.11 Non-participant
observation method enables the researcher to collect primary data
without interacting directly with its participants. This research
utilized attention on the building tasks of discourse, appears on
transcript conversation of Do I Sound Gay Film. The process of
data collection in this research involves a number of steps:
1. The data is a documentary film, Do I sound Gay? by
David Thorpe. The film is taken from
www.tiff/net/DoISoundGay/film.html as an official
websites of the Toronto International Film Festival.
Then the film is watched to be understood.
2. Transcribing the natural speech of the interviewer and
interviewee and focused on the subtitles that were
shown on the screen simultaneously.
3. Giving mark the sequence of utterance that contained
gay issues. Then eleven data is taken as representation
of each interviewee.
11 Francie Ostrower, Nonparticipant Observation as an Introduction to Qualitative Research, (Oxon: Routledge International Handbook, 1998), p. 57. 9
After data is collected, the next process is analyzing the data. The
steps of process are:
1. Writing the data on the data cards. By using data card
and coding the process of gathering the data, it makes the
conduction of the analysis easier. Since the data is in
written form and can therefore go back and forth in the
data when necessary to double-check for mistakes and
re-watch the scenes when needed.
2. Identifying and describing of the relevant parts of the
film which portray the gay issues.
3. Analysing the data from each interviewee using the
building tasks of discourse theory by James Paul Gee.
1.6.3 Instrument of Research
The instrument of this research is the writer herself by
watching and noting down the utterance that contained gay issues
and then analyzing the data using Gee‟s seven building task theory.
1.6.4 Unit of Data Analysis
The unit of data analysis in this research is the transcripted
conversation of Do I Sound Gay film. Do I Sound Gay is directed
by David Thorpe that was released by Sundance selects in July 10,
2015. CHAPTER II
THEORETICAL DESCRIPTION
2.1 Previous Research
There are some previous researches in the field of discourse analysis. The first research made by Kelli Lynn Finney (2007), entitled Many Voiced, Many
Selves: An Analysis of Education Blog Discourse. At this point, the author focused to analyze language on the internet by examining one from of CMC (computer mediated communication): education blogs. This research analyzes a selection of post from five blogs published between March 21, 2012 and March 28, 2013.
These five blogs were chosen from a list of 307 blogs that compiled from both education blog reference list and snowball sampling. The author using James Paul
Gee‟s concepts of seven building tasks, specifically situated meaning, intertextuality and social language. The research aims to both provide a description of how bloggers employ discourses in their work and to examine the relationship among change in social media, accompanying social media practices and discourse use.12
The second research made by Keith Standiford Wheeler (2010), entitled
Discourse Analysis Examining the Teacher‟s Role in Negotiating Meaning of Text
12 Kelli Lynn Finney, “Many Voiced, Many Selves: An Analysis of Education Blog Discourse”, Unpublished Thesis, (Faculty of Art- Seattle Pacific University, 2007).
10 11
with Culturally and Linguistically Diverse Students. This research reports data from a three-month discourse analysis of fifth-grade teacher‟s language used to negotiate meaning of the text with linguistically and culturally diverse students.
Specifically, the author use Gee‟s discourse analysis methodology to examine the teacher‟s language-in-use for seven building tasks of language. In doing so, the author conceptualize categories of language use for each of the language building tasks. In the result, the author find that the teacher used instructional language to build significance and that in building significance the teacher used reproduction of meaning (including repetition and paraphrase), questions, overt attention, life connection, and adjective labelling.13
The third research comes from Bagus Putra Ramadhansya (2015), entitled
Discourse Analysis in the Huffington Post‟s Gay Voices (@HuffPostGay) Tweets in the Year of 2014. The author focuses his analysis using James Paul Gee‟s
Building Tasks theory with the additional assistance from the Principal
Construction Elements of News theory by James A.Wollert and Doug Newsom.
The research focuses on the enactment of social identities and activities through
Discourse Building of the twelve tweets from The Huffington Post‟s Gay Voices
(@HuffPostGay). The Huffington Post is an American online news aggregator and blog which present the issues of the Latin-American, African-American, and especially the LGBT on LGBT (Lesbian, Gay, Bisexual and Transgender). The objective of this research is to describe the building tasks of discourse it intends to
13 Keith S. Wheeler, “Discourse Analysis Examining the Teacher‟s Role in Negotiating Meaning of Text with Culturally and Linguistically Diverse Students”, Unpublished Master Degree Thesis, (Faculty of Philosophy – Southern Illinois University Carbondale, 2010). 12
depict along with its social activities and identities in the stance issues reflected by the building task of discourse of the tweets.14
The fourth research is Furko Peter (2015) entitled As Good as it Gets –
Scripted Data in Discourse Analysis. The author using scripted conversations as data for discourse analysis. This research focuses to analyse six arbitrarily extracts from the film As good as it Gets (1997, TriStar Pictures) with the aid of some of the concepts used in pragmatics, sociolinguistics, and conversation analysis.
Using Grice‟s cooperative Principle and Geoffrey Leech‟s Principle of Politeness, the author analyzed the utterance are prototypical example of disregarding face wants, violating, and flouting. In addition, from a sociolinguistic viewpoint, the author observed a stark contrast between Simon‟s powerless language and
Melvin‟s powerful use of vocabulary items.15
The four previous researches mentioned above also shared the same topic to identifying the seven building tasks proposed by James Paul Gee. The differences between this research and the four previous studies are located on the focus of the study and the unit of analysis.
14 Bagus Putra Ramadhansya, “Discourse Analysis in the Huffington Post‟s Gay Voices (@HuffPostGay) Tweets in the Year of 2014”, Unpublished Bachelor Thesis, (Faculty of Letters and Humanities, UIN Syarif Hidayatullah Jakarta, 2015). 15 Furko Peter, “As Good as it Gets – Scripted Data in Discourse Analysis”, Unpublished Bachelor Thesis, (Institute of English and American Studies, University of Debrecen, 2015). 13
2.2 Theoretical Description
2.2.1 Discourse Analysis
The term „discourse‟ can be defined in two different approaches. Two paradigms in linguistics provide different assumptions about general nature of language and the goal in linguistics. These paradigms are sometimes differently labelled: what Newmeyer (1983) calls a formalist paradigm and to what Hopper
(1988) calls the functionalist paradigm.16 The two paradigms make different background assumptions about the goal of a linguistics theory, the method for studying language, and the nature of data and empirical evidence. These paradigms also influence the differences definition of discourse. Formalist paradigms views discourse as “above the sentence", a definition derived from the functionalist paradigm views discourse as “language use”.
The definition of discourse derived from functionalist that defined the study of discourse is the study of any language use. Brown and Yule‟s (1983) stated that discourse is language-in-action, and investigating it requires attention both to language and to action. It has been treated either as complex of linguistic forms, a
„text‟, or as „language-in-use‟ in linguistics terms, or as „real language‟, the actual language used by people in common situation.17 Discourse in general terms refers to actual practices of talking and writing.
16 Deborah Schiffrin, op.cit, p.20. 17 Gillian Brown and George Yule, Discourse Analysis, (Cambridge : Cambridge University Press, 1983), p.1. 14
In specific term, discourse is an interrelated set of texts, and the practices of their production, dissemination, and reception, that bring object into being. In other words, social reality is produced and made real through discourses, and social interactions cannot be understood without reference to the discourses that given them meaning.18 The term „text‟ in this definition encompasses not just literal, textual material, but any sort of coherent linguistic or visual expression – including writing, speeches, images, and body language. In line with the definition, Chatman describes discourse in narrative film approach. Firstly,
Chatman distinguishes between a story (histoire) and discourse (discours).In the simple terms, the story is the what in a narrative that is depicted and the discourse the how.19. Discourse is an abstract concept with many manifestations, it can be defined as the expression that means by which is communicated. Discourse is the class of all expression of the story (natural language, program music, etc). There is different definition of discourse; it is a matter of innate knowledge and interpretation. In defining discourse, Gee stated:
“Discourses are the words that are use, the pictures that are seen, the material the text is printed on, the building we are in, the symbol we encounter, and all the other elements of discourse mesh together in a certain way that allow us to recognize them as being part of a certain theme.”20
In recent years, the analyzing of conversation in film has been discussed in the area of discourse analysis. With it has arrived a need for better tools for analysing the nature language that portrayed in film. Transcription can be defined
18 Nelson Phillips and Chynthia Hardy, Discourse Analysis: Investigating Processes of Social Construction, ( London: Sage Publications Ltd, 2002), p.3. 19 Chatman, op.cit, p. 9. 20 Gee, op.cit, pp.21-22. 15
as the process of creating a representation in writing of speech event and also make it accessible to discourse analysis.21
Every transcription is naturally shaped by a particular perspective, and a particular set of goals. Key among the general goals that underlie much of discourse transcription process is that understanding the functioning of contextualized language in use.22 All these facets of speaking are put into a transcription for a reason, because the transcription help researcher to understand what is happening in the actual spoken interaction that the transcription seeks to depict. The goal of discourse transcription is to represent in writing those aspects of given speech event (as mediated through an audio or video record) which carry functional significance to the participants, whether these are linguistic or non linguistic in form that is accessible to analysis.
2.2.2 Documentaries
2.2.2.1 Documentaries as Discourse
Every film is a documentary. We could say that here are two kind
of film: (1) documentaries of wish-fulfilment and (2) documentaries of
social representation.23 Each type tells a story, but the story or narratives
are of different sort. Documentaries of wish- fulfilment are what we would
normally call fictions. These films give tangible expression to our wishes
21 Ibid., p.4.
23 Bill Nichols, Introduction to Documentary, (Bloomington: Indiana University Press, 2001), pp. 2-3. 16
and dreams, our nightmares and dreads. They offer world to us to explore
and contemplate, or we may simply revel in the pleasure of moving from
the world around us to these other worlds of infinite possibility.
Meanwhile documentaries of social representation are what we
typically call non-fiction. These films give tangible representation to
aspects of the world we already inhabit and share. They make the stuff of
social reality visible and audible in a distinctive way, according to the acts
of selection and arrangement carried out by a filmmaker. These films also
convey truths if we decide they do. We must assess their claims and
assertions, their perspectives and arguments in relation to the world as we
know it and decide whether they are worthy of our belief. Documentaries
of social representation offer us new views of our common world to
explore and understand.
For every documentary there are at least three stories that
intertwine: the filmmaker‟s, the films, and the audience‟s.24 We often
want to consider how a film relates to the previous work and continuing
preoccupations of the filmmaker, to how the filmmaker might understand
and explain her intentions or motives, and how these considerations relate
to the general social context in which the work was made. This reference
back to the filmmaker and the context of production is one of the ways in
which we can discuss what a film is about. There is also the story of the
text itself and our understanding and interpretation of this story. This is the
24 Bill Nichols, 2001, op.cit, p. 62. 17
standard task of critical analysis and the usual focus of film history and
criticism. We now concentrate on what the film itself reveals to us about
the relation between filmmaker and subject and what, for documentary, the
film reveals to us about the world we occupy. Finally, there is the story of
the viewer. Every viewer comes to new experiences, such as watching a
film, with perspective and motives based on previous experience.
With its views on the representational function of texts, discourse
analysis should be an approach to study of documentary discourse. Recent
accounts of documentary have shifted the discussion towards why and how
facts of the “real world” are presented in documentaries. This is, at least,
the central concern of discourse analysis, in which representations of facts
or reality and people are stressed. As Gee stated:
“Discourse models are theories including images, frameworks and storylines that come along often with people‟s unconscious thoughts, which contain personal experiences inside and are used to understand the world.”25
Discourse exists in the ordered pattern of words, symbols, images, thoughts, time and places etc. Besides, a discourse analysis in documentaries also requires asking questions about how language in specific situations is used to maintain understanding scenes.26
The term of discourse is also used in Foucault‟s sense as “a social construction of reality. To put matters in a simple term, Foucault defined the dimension of documentaries:
25 Gee,op.cit., p.61 26 Gee, op.cit. p. 110. 18
“Documentation is an expression of the social relationships of its production and reception. This involves questions about those who are institutionally empowered to describe aspects of the “real world” and about the potential of descriptive categories and conventions employed.”27
It may be inferred from this documentary discourse is much more than what
we see and hear on the screen: it is a social action, an expression of interests
which has a place in a given culture at a given moment.
2.2.2.2 The Interview: Technique and Conditions
The whole documentary discourse is constructed so as to make
the “voices of experience” function first and foremost as an appeal to the
viewers‟ emotions with moving, convincing testimonies. Supplying factual
information to the viewer becomes a secondary aim. The voice of
documentary relates to the ways in which documentary film and video
speaks about the world around us, but from a particular perspective.
Every documentary has its own distinct voice. If we view the
participatory mode, Filmmakers make use of the interview to bring different
accounts together in a single story.28 The voice of the filmmaker emerges
from the weave of contributing voices and the material brought in to support
what they say. In the first chapter of The Television News Interview (1987),
Akiba A. Cohen defines “interview” as follows:
27 Norman Fairclough, Critical Discourse Analysis: The Critical Study Of Language, ( New York: Longman Group Ltd, 1995), p. 18. 28 Bill Nichols, 2001, op.cit, p. 122. 19
“All interviews involve at least two persons performing specific roles, that of interviewer and that of interviewee. During the course of an interview questions are posed by the interviewer to the interviewee in order to obtain information.”29
The interview allows the filmmaker to address people who appear in the
film formally rather than address the audience through voice-over
commentary. The interview also stands as one of the most common forms of
encounter between filmmaker and subject in participatory documentary.
2.2.3 Building Tasks
Language has a distinctive property: when we speak or write craft
what we want to say to fit the context in which we are communicating.30
But, at the same time, how we speak or write creates that very context or
situation. It seems, then, that we fit our language to a situation or context
that our language, in turn, helps to create in the first place.
Language and context or situation is a blurredly concept.31 Let‟s
take a simple example. Different cultures have different conventions about
how to make music. But within any culture, each musical performer makes
music that both fits those conventions (and, thus, is old) and is unique,
played according to the talent and style of that performer (and, thus, is new).
The same is true of language. We use the term “grammar” for conventions
about how to speak or write. Each time a person use languages, that person
29 Akiba A. Cohen, The Television News Interview, (London: SAGE Publications, Inc, 1987),p.13. 30 Gee, op.cit., p.10. 31 James Paul Gee, How to do Discourse Analysis: A toolkit, (Oxon: Routledge, 2011), p.82. 20
does so in ways that fit the conventions (are “grammatical”) and at the same
time, are unique, expressing what that person has to say and how they has
chosen to say it.32 It is pretty clear what it means to make music, but we use
language to make meaning. In the broadest sense, we make meaning by
using language to say things that, in actual contexts of use, amount, as well,
to doing things and being things. We use language to build things in the
world and to engage in world building.
We continually build our worlds not just through language used in
tandem with actions, interactions, non-linguistic symbol systems, objects,
tools, technologies, and distinctive ways of thinking, valuing, feeling, and
believing. Language-in-action is always and everywhere an active building
process. whenever we speak or write, we always (often simultaneously)
construct or build seven things or seven areas of “reality”. Let‟s call these
seven things the “seven building tasks” of language.33
Since we use language to build these seven areas, discourse analysis
discover seven aspects about any piece of language-in-use, including
significance, activities, identities, relationships, politics, connections and
sign systems and knowledge. To better understand and see the building tasks
in action, we share an example drawn from children‟s literature. The text is
the book Sam‟s Cookie by Barbro Lindgren (1983) which published by
americanliterature.com/short-stories-for-children. We chose this text
32 James Paul Gee, An Introduction to Discourse Analysis: Theory and Method 3th Ed, (Oxon:Routledge, 2011), p. 16. 33 Gee, 2005, op. cit, p.11. 21
because it is short enough to include in its entirety and the story is both
compelling and easy to understand; thus, to illustrate the building tasks we
chose a simple text.
Sam‟s Cookie
Look, here comes Sam! Sam has a cookie. Sam likes his cookie. Good, good cookie. Here comes William. William wants Sam‟s cookie. William takes Sam‟s cookie. Sam is angry. Bad William. (Sam is pushing William off the wall in the accompanying illustration.) William falls down. Sam is scared. Sam cries. Mommy comes. No, no. Don‟t take Sam‟s cookie. Sam gets another cookie (William also gets cookie, both Sam and William are eating together in the final illustration)
Not all building tasks will be apparent readily in any single piece of the data, though these tasks are linked and interrelated. Below is the explanation of seven building tasks of language.
2.2.3.1 Significance
We need to use language to make some things more significant
than others and give a significant meaning or values out of things in certain
ways. 34 The significance task of the text above can be seen from the first
word “look” following personal pronoun “Sam”, “William” and
“Mommy”. This story is about more than just eating the cookies; but it also
34 Gee, 2011, op.cit, p. 17. 22
about how we should share in general, and especially how to share with each other.
This criterion this task brings: what we choose to put in a main clause is fore grounded information which is taken to be what is being focused on, and thus is treated as the most significant information, someone enters a plain, square room and speaks and acts in a certain way (e.g., like in order to run a meeting), suddenly where that person sits becomes the “front” of the room. That person has used language in such way as to make the position where they sit have significance of being “the front of the room” for the time being. Moreover, the focus of this task is about the ways a piece of language being used to make some things significant or not.35
2.2.3.2 Activities
We use language to get recognized as engaging in a certain sort of
activity. For example, people talk and act in one way when engaging in
formal opening of a committee meeting and talk and act in another way
when engage in “chit-chat” before the meeting starts. In using language,
we have to make clear to others what it is we are trying to be doing and
what is being done. On the activities task, those text delivers physical acts
shown by the usage of verb “takes” and verb phrases “push off”, as
appears as verb + adverb. The two verbs are used as form to communicate
what one wants (the cookie).
35 Gee, 2005, op.cit., p. 11. 23
The criterion this task brings: the presentation of verbs and verbs
phrases (verb + noun or noun phrase), (e.g. “go”, “go home” or “kick the
ball”) or prepositional phrases (e.g. “from school”). Moreover, the focus
of this task is about the enactment of activity or activities in a piece of
language.36
2.2.3.3 Identities
We use language to get recognized as taking on certain identity or
role. We talk and act in one way one moment and we are speaking and
acting as a chairperson of a committee; at the other moment we speak and
talk in different way. We have to enact these identities at the right times
and places to make it work. For the identities task, the use of verb “takes”
and “bad” in clause “William takes Sam‟s Cookie” is portrayed bad sides
of William on how he interacts with Sam. William‟s action of taking the
cookie is indicative of a negative identity.
The criterion on this task brings: whenever different styles of
language are everywhere apparent in the two texts, e.g. “get”, “show”,
“seem”, or terms like “ass” and “dumb” in contrast with “obtain”,
“demonstrate”, “appear” or more formal terms like “offensive” and
“hypocritical”. Moreover, the focus of this task is about the enactment of
identity or identities in a piece of language.
36 Gee, 2005, op.cit., p. 11. 24
2.2.3.4 Relationships
We use language to build social relationships with other people,
groups or institutions about whom we are communicating. For example, as
the chairperson of a committee meeting, we can say “Prof. Smith, I‟m very
sorry to have to move us on to the next agenda” and signal a relatively
formal and distant relationship with Professor Dermot. On the other side,
if we say, “Ed, it‟s time to move on” Now we signal a relatively informal
and less deferential relationship with the same person.
The criterion this task brings: the construing of social identity,
position or profession as obligated within their domain skills, e.g. people
relate doctor with the terms like “medicate”, “treat” and “medicine”, but
also with “care” if more intimacy is established. Moreover, the focus of
this task is about the enactment of relationship in a piece of language.
2.2.3.5 Politics (the distribution of social goods)
We use language to give and express desired of social status and goods.37 Politics is in the distribution of social goods such as respect, status, reputation etc. Almost all humans view being treated with the respect or deference as a social good, by doing that we build a certain perspective on them. From the text above, we note that when Sam pushes William off the wall his action is not evaluated positively or negatively which gives insight into the Politics at work in this story. It can be seen from clause “bad
37 Gee, 2005, op.cit., p. 12. 25
William” and “push off”. Social goods that are valued include playing together cooperatively and sharing.
The criterion this task brings: the dealing linguistics unit s on negotiation over social goods and how they should be distributed. Social goods are potentially at stake any time we speak or write so as to state or imply that something or someone is “normal”, “good”, or “acceptable” (or the opposite) in some fashion important to some group in society.38 For example, if we say “You put too much salt in your soup,” we treat the person as purposeful and responsible. If we say, on the other hand, “Your soup has too much salt”, we treat the person as being less purposeful and responsible. Moreover, the focus of this task is about the enactment of perspective on social goods in a piece of language.
2.2.3.6 Connections
We use language to connect or disconnect things and to make
things relevant or irrelevant. For example, we talk and act so as to make
what we are saying about whether we should buy more salt connected to or
relevant to (or, on the other hand, not connected to or relevant to) what
was we said before about the excessive use of it in salt in certain person.
From the text above, the author connects the actors‟ through the
noun phrase e.g., “bad William!” and “eating together”. Taking from
another is connected to badness and cooperatively playing together is
connected to goodness. The criterion this task brings: the use of lexical
38 Gee, 2011, op.cit., p. 19. 26
cohesion which links the sentences together through the fact that they contain words that are semantically related, e.g. “king” and “queen” or
“gay” and “faggot”. Moreover, the focus of this task is about the enactment of connecting or disconnecting things and the relevance or irrelevance of things.
2.2.3.7 Sign system and knowledge
We use language to employ different codes and sign systems for different reasons.39 There are many different languages (e.g., English,
Indonesian, and Spanish) and there are many different varieties of any one language (e.g., language of chemist, language of poets, and the language of hip-hop artists). There are communicative systems that are not language
(e.g., equations, graphs, images). These are all different sign systems.
Furthermore, we humans are always making knowledge and belief claims within these systems.
We can use language to make certain sign systems and certain forms of knowledge and belief relevant or privilege (or not) in certain situations, that is, to build privilege to one sign system or knowledge claim over another. The criterion this task brings: the use of distinct kinds of language and represent a distinctive way of knowing the world, e.g. “green pigments” or “animals except birds and mammals” used by the non- scientific in contrast “chlorophyll” or “ectothermic” used by biologist.
39 Gee, 2005, op.cit., p. 13. 27
Moreover, the focus of this task is about the enactment of privileges of certain sign systems (e.g., Indonesian vs. English, Academic language vs. everyday language, words vs. Images, or words vs. Graphs) or different ways to knowing or claims to knowledge and belief.
The seven building tasks in a piece of data can be discovered by using discourse analysis method by James Paul Gee. Below is an example of data comes from a research project by Gee and Crawford (2000) about interviews with a college academic (an anthropologist) who teaches at the prestigious college in the town and the other is from middle-school teacher who has had a number of working-class teenagers in her classes.40The interviewees are asked “academic-like” explanations and opinions about societal issues such as racism and sexism. The focus of this interview is a consideration of building task 3, identities. We will look at how socially significant identities are mutually constructed in language and what this has to do with situated meanings, social languages, and discourses.
Socially situated identities are mutually constructed in interviews, just as much as they are in everyday conversations.
A College professor (female)
Interviewer: ...... How, do you see racism happening, in society, let‟s put it that way. 1 Um, well, I could answer on, on variety of different levels 2 Um, at the most macro level, um, I think that there‟s um, um, 3 I don‟t want to say this in a way that sounds like a conspiracy, [I: mm hm]
40 Gee, 2005, op.cit., p. 138-141. 28
4 But I think um, that um, basically that the lives of people of colour are, irrelevant to the society anymore. [I: mm hm] 5 Um, they‟re not needed for the economy because we have the third world to run away into for cheap labour, [I: uh huh]
B Middle-school teacher (female)
Interviewer: I‟m just curious whether 8th graders will tie that [consideration of social issues in their social studies class] into their, or maybe you in like leading the class would ever tie that into the like present power relations or just individual experiences of racism in their lives or something like that.
1 uh I talk about housing, 2 We talk about the [???] we talk about a lot of the low income things, 3 I said “Hey wait a minute,” 4 I said, “Do you think the city‟s gonna take care of an area that you don‟t take care of yourself?” [I: uh huh] 5 I said, “How [many of] you [have] been up Danbury Street?” 6 They raise their hands, 7 I say “ How about Washington Ave.,” 8 That‟s where those gigantic houses are, 9 I said, “How many pieces of furniture are sitting in the front yard?” [I: mm hm] Well, none.” 10 I said “How much trash is lying around? None.” 11 I said, “How many houses are spray painted? How many of them have kicked in, you know have broken-down cars”
Through her interview, the professor treats “racial problem” as transcending her city and as global affair, despite the fact that she could well point to the specific instances in her city. On the other hand, through the middle-school teacher is constructing a very different, much more local sort of socially situated identity and voice for the teacher. Even these short extracts can led us to some hypotheses about the different discourse models being used by the middle-school teacher and the university 29
academic. The professor seems to apply an academic discourse model in terms of which actual behavior follow from larger, deeper and more general. The teacher seems to apply a discourse model in term which people‟s problems flow from their own behaviors as individuals, not larger institutional, political, and social relationships among groups.
Any close inspection of college professor‟s language and the middle-school teacher‟s would show they are using different linguistics resources to enact two different social languages. The college professor uses more academic-like lexical items (e.g., “variety”, “levels”, “macro”,
“conspiracy”, “people of color”, “irrelevant”, “the economy”, “the Third
World,”, “cheap labor”) and using more complex syntax (e.g., “ At the most macro level, I think there‟s.....” or “They‟re not needed for the economy because we have the Third World to run away into for cheap labor”). On the other hand, The middle-school teacher uses less academic- like lexical items (e.g., “the low income things, “gigantic houses”, “trash”,
“ broken-down cars”) and somewhat less complex syntax (e.g., there are no instances of syntactic subordination between clauses in the above extract, save for the relative clause in line 4). She speaks in a way that is dramatic, personal, and directly situated in her local experience.
According to the interviews above, we can see, then, the ways in which the middle-school teacher and college professor reach use a distinctive social language and distinctive set of discourse models to situate the meanings of their words within two different and distinctive 30
discourses. The middle-school teacher speaks out of “teacher discourse”, inflected with concrete realities of her school and community. The college academic, on the other hand, speaks out a recognizable academic discourse inflected by her own discipline and institutions (it related to how the college academic constructed a more global identity and how the teacher constructed a more local).
Language and its accoutrements are not just about conveying information. We also use it every day to build the seven aspect of
“reality”. Even if it‟s not intentionally or rationally though out, we have habits by which we use discourse to show interest, to comply others, or to ingratiate ourselves into social situations, etc. The illustration of Gee‟s building tasks and corresponding analysis question can be seen from table
1: Gee‟s Building Tasks of Language in the appendix.
CHAPTER III
RESEARCH FINDING
3.1 Data Descriptions
How gay issues are represented has importance and its affect how people see themselves and gay issues in reality. A discourse analysis of documentaries and how the interviewees portray gay-sounding voice is important to see what society‟s broader view on that an issue is. The data are collected using Non- participant observation method as it is enable researchers to use written resources to gain data.41 Data is gathered through watching Do I Sound Gay? film and taking notes in data cards of what is seen and spoken in the movies. Samples are chosen from these data cards for analysis. The data from each interviewee are observed to acquire the most discussable issues as reflected on its dialogue. There are 17 data from actor, activist, CNN news anchor, and fashion mentor, including
Dan Savage, George Takei, Zach King, Ron Smyth, Bob Corff and Don Lemon.
The seventeen data from each of the six interviewees were selected to use for the analysis. The data are grouping into six folders. The table of data from each interviewee were taken as the table below.
41 Subroto,op.cit, p.42.
31 32
Table 3.1.1 Data of Dan Savage
Data Timeframe Data No. David : What are the advantages of sounding gay? At the moment, all I can think of are the disadvantages. 1. 00:17:44-00:17:56 Savage: Why do you think so many gay men are so self-conscious about sounding gay? A lot of gay men about sounding gay because we were persecuted for that when we were young.
David: Why do you think gay men sometimes reject other gay men for sounding gay? 2. 00:46:38-00:46:44 Savage: Misogyny. They want to prove to the culture that they are, you know, not men, that they're good because they're not women.
David: My voice was such a mystery to me But I've pretty much answered all my questions. 3. 01:12:01-01:12:08 For many gay men
Savage: That is the last vestige. That's the last chunk of internalized homophobia. This is hatred of how they sound.
Table 3.1.2 Data of George Takei
Data Timeframe Data No. Takei: What is sounding straight?
1. 00:32:58-00:33:07 David : It's a great question.
Takei: I don't think there is such a thing as sounding straight. Because, people have said I sound straight, and I'm not.
2. 01:05:25-01:05:35 Takei: It‟s that insecurity that you have in yourself that makes you conscious of the way you sound
Takei: In 2005, Arnold Schwarzenegger vetoed marriage 3. 01:05:25-01:05:57 equality. I was still closeted. But on the 11 o'clock news, I saw young, gay kids, men and women, marching on Santa Monica Boulevard. And I felt I needed o speak out, and my voice needed to be authentic.
33
Table 3.1.3 Data of Zach King
Data Timeframe Data No. David : When did other kids start making fun of you for the way you talk? 1. 00:19:04-00:19:08 King: When I was in third grade, people started making fun of the way I talked, and that is when the bullying started. Why do you talk like a girl? Why do you walk like that?
2. 00:19:16-00:19:20 King: I would be sitting there talking to my friends. People would just walk by:"Faggot."
David : Do you think you get picked on more because you are more effeminate? 3. 00:19:40-00:19:42 King: Because I am different and I am not afraid to be. I am comfortable in my own skin. I'm a diva. They like... They don't like that.
Table 3.1.4 Data of Ron Smyth
Data Timeframe Data No. 1. 00:27:03-00:27:13 Smyth: Gay-sounding men are using clearer vowels. Vowel durations are longer. Ss longer. Ls clearer. Over articulating the Ps, Ts, and Ks. 2. 00:30:50-00:31:03 Smyth: they picked up on the fact that many characteristics of gay-sounding voices are feminine characteristics. But they've got it all wrong, because a lot of those gay-sounding voices are from straight guys. 3. 00:32:32-00:32:48 Smyth: In our study with 25 men and 46 listeners, the average accuracy in guessing the man's sexual orientation correctly was only about 60%. So 40% of the men were misclassified by the listeners. Either gay men who sound straight or straight men who sound gay.
34
Table 3.1.5 Data of Bob Corff
Data Timeframe Data No. David : This is Bob Corff He's a former Broadway leading man and 1. 00:37:21-00:37:31 well-known voice coach famous for helping people sound less gay.
Corff: I do have people who come to me to ask to sound less gay. I would say it is probably between 20 and 50 a year. 2. 00:37:46-00:37:59 Corff: It's an interesting view because, in this business, a lot of the casting people, a lot of the producers are gay, and even they will not hire somebody because the people in middle America will not be able to accept that.
Table 3.1.6 Data of Don Lemon
Data Timeframe Data No. David : So have you ever felt that kind of pressure to cover?
1. 00:44:54-00:45:14 Lemon: That's really a tough question because I am sure that I have, subconsciously...
But I don't feel that I have to speak a certain way around white people, I don't think I have to speak a certain way around black people, I don't think I have to speak a certain way around gay people, and it gets me in trouble a lot, because I don't do it.
2. 01:12:17-01:12:53 David : I want some of kindred spirits. We all have insecurities that are hard to put aside. But I've come a long way, and I am not the only one.
Lemon: There is nothing wrong with sounding gay. There's nothing wrong with being effeminate. There's nothing wrong with being butch. There's nothing wrong with sounding straight. Just do it with confidence
3. 00:45:19-00:45:27 Lemon: I have friends from home, quite honestly, some of my relatives will go, “My Gosh, you sound like a white gay!”
35
Next step is focusing the research by taking data from each interviewee using the sampling method. In qualitative research, sampling is also used to represent the population. However, you don‟t want to represent the population numerically or in a way that you can predict numbers or proportions. You want to represent the sample behaviorally, or in a way that you can describe or understand the population. Qualitative research typically involves small samples that you study in-depth (a lot of information about a few people). Qualitative researchers frequently also use convenience and volunteer samples, snowball and network sampling, but they also use other types of sampling methods.
Simple random sampling method is used in this research. Random sampling is a simple random sample is one in which each unit (e.g., persons, cases) in the accessible population has an equal chance of being included in the sample.42 The application of simple random sampling method involves the following stages:
Firstly, a list of all data is prepared. Writing each data in separate pieces of paper and marked with a specific number (From 1 to 17). Secondly, these pieces of papers are to be folded and mixed into a box. And last, samples are to be taken randomly from the box by choosing folded pieces of papers in a random manner.
Instead, after choosing each data, the data were considered from the concept of Gee‟s (2005) building tasks, each of which is accompanied by a question, in order to select the data that were thought to serve as the best examples of discourse use. There are eleven data were selected from six interviewees. Below is the list of the processed data from each interviewee:
42 Sarah Washburn, Glenn Smith and Sarah Curtis, Approaches to Sampling and Case Selection in Qualitative Research, (London: Sage, 2000), p. 59. 36
Table 3.1.7 Data after Being Processed
No. Interviewee Data
1. Misogyny. They want to prove to the culture that they are, you 1) Dan Savage know, not men, that they are good because they are not women. 2. That is the last vestige. That's the last chunk of internalized homophobia. This is hatred of how they sound.
3. It‟s that insecurity that you have in yourself that makes 2) George Takei you conscious of the way you sound. 4. In 2005, Arnold Schwarzenegger vetoed marriage equality. I was still closeted. But on the 11 o'clock news, I saw young, gay kids, men and women, marching on Santa Monica Boulevard. And I felt I needed to speak out, and my voice needed to be authentic.
3) Zach King 5. When I was in third grade, people started making fun of the way I talked, and that is when the bullying started. Why do you talk like a girl? Why do you walk like that? 6. I would be sitting there talking to my friends. People would just walk by:"Faggot."
4) Ron Smyth 7. Gay-sounding men are using clearer vowels. Vowel durations are longer. Ss longer. Ls clearer. Over articulating the Ps, Ts, and Ks. 8. They picked up on the fact that many characteristics of gay-sounding voices are feminine characteristics. But they have got it all wrong, because a lot of those gay- sounding voices are from straight guys.
5) Bob Corff 9. It's an interesting view because, in this business, a lot of the casting people, a lot of the producers are gay, and even they will not hire somebody because the people in Middle America will not be able to accept that. 6) Don Lemon 10. That's really a tough question because I am sure that I have, subconsciously... But I don't feel that I have to speak a certain way around white people, I don't think I have to speak a certain way around black people, I don't think I have to speak a certain way around gay people, and it gets me in trouble a lot, because I don't do it. 11. I have friends from home, quite honestly, some of my relatives will go, “My Gosh, you sound like a white gay!”
37
3.2 Data Analysis
1) Dan Savage
Daniel Keenan Savage is an American author, journalist, and activist
best known for his social documentary, as well as his honest approach to
sex, love and relationships. He writes Savage Love, an internationally
syndicated relationship and sex advice in newspapers and websites
throughout the United States, Canada, Europe and Asia. He also co-
founded the It Get Better Project, a pioneering YouTube campaign to
inspire struggling LGBT youth. The campaign‟s videos have received
more than 50 million views. In Do I Sound Gay? , Savage explains that
gay men are insecure about their voices because they were persecuted for
sounding gay as kids.
Data 1:
Misogyny. They want to prove to the culture that they are, you know, not men, that they are good because they are not women.
Data 2:
That is the last vestige. That's the last chunk of internalized homophobia. This is hatred of how they sound.
Seven Building Tasks of discourse on data 1 and 2 are analyzed as to
be seen below.
As described previously in 2.2.3.1, situated meaning deals with the
significance that a word has in a specific context. From the beginning of
two data, the level of significance to intolerance, discrimination and
harassment to LGBT people can be measured by the placing of noun 38
“Misogyny”, noun phrase such as “the last vestige” that followed by the
clause “the last chunk of internalized homophobia” in the second data.
Dan Savage uses noun such as “Misogyny” and “Internalized
homophobia” to convey the ideas of hatred, anxiety and fear of
homosexuality. Misogyny is defined as a hatred of women, and this is
includes a hatred anyone perceived to be “like a woman”. On the other
hand, according to Weinberg (1973) homophobia can be defined as a term
used to describe the fear, discomfort, intolerance or hatred of
homosexuality or same-sex interaction in others and in oneself
(internalized homophobia).43
For the activity task, the verb phrases “want to prove”, as appears as
verb + infinitive alongside with its complementary in the clause “want to
prove to the culture that they are” in the first data displays LGBT people
face tremendous difficulties growing up in a society where heterosexuality
is often presented as the only acceptable orientation and homosexuality is
regarded as deviant. They also continue to face discrimination and
exclusion across the world in all spheres of life. In the second data, Dan
savage exhibits the feeling of hates and intense dislike shown by noun
phrases “hatred of how they sound”. Gay-sounding voices can be defined
as the assumption that gay men talk like, or even imitate, women.
In the task of identities, the pronoun “they” used for represent LGBT
people that can be shown by a clause “they want to prove”, “they are good
43 G. Weinberg, Society and the Healthy Homosexual, (New York: NY: Doubleday, 1973), p.23. 39
because they are not women” in first data and “they sound” in the second data. Furthermore noun “Misogyny” and “internalized homophobia” are clearly used by Dan Savage to portrayed same idea of intolerance, discrimination, harassment of sexual orientation and gender identity. This is due to homophobia and misogyny (the fear of hatred of homosexuality).
As for relationship task, Dan Savage enacted a close connection with noun “misogyny” and “homophobia”, they are inextricably linked.
Misogyny and homophobia are topics that touch on core identity issues.
The verb phrases “want to prove” followed by noun phrases “the culture that they are” which support the understanding about the hatred, dislike or mistrust of women, specifically explained that LGBT people hate if he sound like woman as reflected in “they are not women” in first data and
“hatred of how they sound” in second data.
In the politic task, the verb “to approve” indicates any expression of hostility to woman as a sex. In the case of men, misogyny is generally understood as phobic response to feared. What is hated is sounding more feminine or sounding like women. Moreover, noun phrase “the last vestige” and “the last chunk of internalized homophobia” in the second data also indicates LGBT has become minorities based on sexual and gender orientation. Homophobia is term to express intolerance, discrimination and the threat of violence due to their sexual orientation.
The connections task brings Dan Savage intention in making relevant as can be seen from the linking in the noun “misogyny” which surely 40
portrayed the main idea in first data followed by noun “the culture”. As
described earlier, Misogyny can be defined as hatred of women, and this
includes a hatred of anyone perceived to be “like a woman”. At the same
time, Dan Savage making relevant by using “the last vestige” and “the last
chunk of internalized homophobia” and adding specific information about
homophobia as can be shown by “hatred of how they sound” in the last
clause.
The sign systems and knowledge task, the linguistic unit “want”,
“prove”, “the culture”, “good”, and “they are not woman” used to
describe term “misogyny”. LGBT has become widely accepted
designation of minorities based on sexual and gender orientation. All
members of this subgroup are subject to similar prejudices in beliefs and
cultures about sexuality and gender. On the other hand, in second data
Dan Savage using linguistic unit such as “hatred”, “how they sound” to
describe term “internalized homophobia”. Simply put, internalized
homophobia happens LGBT individuals are subjected to society‟s negative
perceptions, intolerance and stigma toward them. And as the result, turn
those ideas inward believing they are true. According to Meyer and Dean
(1988) internalized homophobia can be defined as „the gay person‟
direction of negative social attitudes toward the self, leading to devaluation
of the self and resultant internal conflict and poor self-regard.44
44 Meyer IH and Dean L, Internalized homophobia, intimacy, and sexual behaviour among gay and bisexual men in Stigma and sexual orientation, (Thousand Oaks: SAGE Knowledge, 1988) 41
The identification of the analyzed building tasks above can be seen from the table below
Table 3.2.1 Identification of Building Tasks of Data 1 & 2
Building Task
No Indicators
Politics
Activity
Identities
significance
Connections
Relationship
Sign Systems and Knowledge 1. Misogyny √ √ √ √ √
2. They √ √ √
3. Want to prove √ √ √ √
4. The culture √ √ √ √
5. The last vestige √ √ √
6. The last chunk √ √ √
7. Internalized √ √ √ √ √ √ Homophobia 8. Hatred √ √ √ √ √
9. How they sound √ √ √ √ √
42
2) George Takei
George Takei is an American actor, director, author and activist of
Japanese descent. Up until 2005, actor George Takei was best known for his groundbreaking role as Mr. Sulu on TV‟s STAR TREK and roles in the
STAR TREK movie franchise. That year, however, Takei came out publicly. Since then, Takei has become a proponent of LGBT rights and active in state and local politics. In Do I Sound Gay? We discover that
George build an idea about insecurity about “sounding gay”.
Data 3:
It‟s that insecurity that you have in yourself that makes you conscious of the way you sound.
Data 4:
In 2005, Arnold Schwarzenegger vetoed marriage equality. I was still closeted. But on the 11 o'clock news, I saw young, gay kids, men and women, marching on Santa Monica Boulevard. And I felt I needed to speak out, and my voice needed to be authentic.
Seven Building Tasks of discourse on data 3 and 4 are analyzed and elaborated as to be seen below.
From the significance task, these data build up intensity to portray clearly concern toward an issue about sexual orientation that are signalled by vocal characteristics (gay-sounding voice). Start with the foregrounding of noun “insecurity” in relative clause “It‟s that insecurity that you have in yourself” give away expression of feeling of discomfort, insecurity and anxiety felt by Gay people. Later, adjective “conscious” in clause
“conscious of the way you sound” to make it clear to everyone that they 43
were gay about assumptions that gay men speak like heterosexual woman.
In the second data, Takei build up intensity to show an issue about marriage equality legislation. During 2005, State legislatures across the country considering, more than ever before, legislation that impacts the lives of LGBT Americans and their families as can be shown by preposition of period “In 2005” and personal pronoun “Arnold
Schwarzenegger” as an individual who then acknowledged as California
Governor. Followed by verb “vetoed” that portrayed on the bills receiving in 2005 centred on issues of marriage and legal recognition for same-sex couples. Most significantly, California became the first state to pass a bill extending marriage equality to same-sex couples, which Republican Gov.
Arnold Schwarzenegger ultimately vetoed. Furthermore LGBT people and activist headed to the intersection of Santa Monica boulevards in West
Hollywood to join protest against antigay violence and marriage discrimination as can be seen by preposition of time “11 o'clock news”, nouns “young”, “gay kids”, “men and women”, and “marching on Santa
Monica Boulevard” and verb phrases “speak out”.
On the activity task, the interviewee used the data to inform the society at large about the sexual orientation that are signalled gay- sounding voice. This data also delivers sense of mistrust and anxiety to sound like women, who obviously perceive mostly of the LGBT people as can be shown by noun “insecurity” and “conscious” in clause “makes you conscious of the way you sound”. There are assumptions that people can 44
differentiate between gay and straight men based upon their voice.
Meanwhile, second data delivers an issue about marriage equality.
California becoming the first state legislature in American history to approve a marriage bill for same-sex couples. On September 29, Governor
Arnold Schwarzenegger vetoes the bill, preventing it from taking effect, as can be shown by verb “vetoed” in clause “Arnold Schwarzenegger vetoed marriage equality”. As a resistance to rejection of marriage equality,
LGBT activists headed to the intersection of Santa Monica Boulevards to join protest against antigay violence and marriage discrimination that portrayed by verb “closeted”, “saw”, “marching” and verb phrases
“speak out”, as appears as verb + adverb in the second data.
The identity enacted by George Takei as displayed the personal pronoun “Arnold Schwarzenegger” as Governor of California (2003-2011) who vetoed a bill that would have legalized same-sex marriage in
California and pronoun “I”, used by George Takei in referring himself. In response to California Governor Arnold Schwarzenegger‟s veto of a same- sex marriage bill, Takei publicly come out as a gay. Appearing on Huff
Post Live, he started to come out to family and a few friends in the late
70s, but he didn't go public until 2005. And noun usage such as “young”,
“gay kids” “men and women” refers to LGBT people and activist who demonstrating for marriage equality in Santa Monica Boulevards.
In the relationship task, Takei build up the casual relationship in first data by the use of noun “insecurity” and “conscious” in sexual orientation 45
issues that identified by the sound of their voice. While in second data, the use of phrasal verb “speak out” in clause “I needed to speak out” and my
“voice needed to be authentic” displays a relatively high level of casualty and informality rather than if “express” or “propound” is used. After in
October 2005 revealed as a gay, Takei active in gay organizations including Frontrunners. Takei currently serves as a spokesperson for the
Human Rights Campaign "Coming Out Project". In 2006 he embarked on a nationwide "Equality Trek" speaking tour sharing his life as a gay
Japanese American, his 18 year relationship with Altman and encouraging others to share their own personal stories.
The verb phrase “Arnold Schwarzenegger vetoed marriage equality” in second data shares negative gesture toward LGBT people as social good in the task of politics. As a result in response to California Governor
Arnold Schwarzenegger‟s veto of a same-sex marriage bill, there are many activists including George Takei publicly „come out‟. As portrayed in clause “I needed to speak out” and “my voice needed to be authentic”. The
„come out‟ is A term used to describe the process through which a person realises that they are LGBT and may begin to disclose this aspect of their identity to others. This term also refers to the “Coming Out” project. This project is occasion to increase awareness about the diversity of LGBT community. A project of the „Coming out‟ Project's public education and outreach programs help turn ignorance into acceptance by opening a 46
dialogue with gay and non-gay Americans and urging gay, lesbian,
bisexual, and transgender people to come out and get involved.45
In the connection task, Takei displays personal pronoun “Arnold
Schwarzenegger” as Governor of California and noun phrase “marriage
equality” for making the issue about Gov. Arnold Schwarzenegger vetoed
a same-sex marriage bill relevant to be discussed. Then use of conjunction
“but” is used to indicate two different sides of George Takei‟s view about
reveals as gay in public. The differences can be seen between clause “I
was still closeted” and “I felt I needed to speak out, and my voice needed
to be authentic”. At the end of second data, Takei represents LGBT
community which demonstrating for marriage equality in Santa Monica
Boulevard as represented by noun “young”, “gay kids”, and “men and
women”
As for sign system and knowledge task, the use of personal pronoun
to display of a certain political figure “Arnold Schwarzenegger” as
Governor of California express a political policy with the display of verb
phrase “vetoed marriage equality”. In contrast, the use of familiar
linguistic unit such as “young”, “gay kids”, “men and women” and verb
phrase “marching on Santa Monica Boulevard” to represent LGBT
community.
The identification of the analyzed building tasks above can be seen
from the table below.
45 Human Rights Campaign‟s National Coming out Project: Promoting the Values of Honestly and Openness for GAY Americans and Their Family, Cited From http://rmc.library.cornell.edu/hrc.html , Accessed on May 5, 2017. 47
Table 3.2.2 Identification of Building Tasks of Data 3 & 4
Building Task
No Indicators
Politics
Activity
Identities
significance
Connections
Relationship
Sign Systems and Knowledge 1. Insecurity √ √ √
2. Conscious √ √ √
3. The way you sound √
4. In 2005 √
5. Arnold √ √ √ √ √ Schwarzenegger 6. Vetoed √ √ √ √ √
7. Marriage equality √ √ √ √ √
8. But √ √
9. Closeted √ √
10. 11 o‟clock news √
11. I Saw √ √
12. Young, gay kids, men √ √ √ √ and women 13. marching on Santa √ √ √ √ Monica Boulevard 14. speak out √ √ √ √
15. Needed to be √ √ √ √ Authentic
48
3) Zach King
Zach, 15 years old (at the time of filming in 2012) who was
brutally assaulted at his high school. The attack was caught on a camera
phone, and the incident made the national headlines after the footage was
published on YouTube. Zach reveals that he is bullied ever since other kids
started making fun of his effeminate voice in 3rd grade.
Data 5:
When I was in third grade, people started making fun of the way I talked, and that is when the bullying started. Why do you talk like a girl? Why do you walk like that?
Data 6:
I would be sitting there talking to my friends. People would just walk by:"Faggot." Seven Building Tasks of discourse on data 5 and 6 are analyzed
and elaborated as to be seen below.
From the significance aspect, the data shows the gay students face
harassment in schools as can be seen from the foregrounding of noun “third
grade” to identify “when bullying started”. Being a teenager is tough
enough without fearing harassment in a place where you are supposed to
feel safe. Some students may be targeted for such harassment and bullying
because of an assumption that they are gay as can displayed by clause “the
way I talked”. The two data also indicate the use of homophobic remarks or
use the expression such as in clause “talk like a girl” and “walk like that”
and informal offensive in noun “faggot” student make comments about 49
student‟s gender expression. Homophobic bullying occurs when bullying is
motivated by a prejudice against LGBT people.46 Generally homophobic
bullying looks like other sorts of bullying, Such as verbal abuse; spreading
rumors that someone is gay, suggesting that something or someone is
inferior and so they are “gay” – for example, “you‟re such a gay boy!” or
“those trainers are so gay”.
On the activity task, the two data reveals that many young LGBT
people, including Zach King have a negative experience in school due to
homophobic bullying, which affect their life chances and often has negative
mental health impact. It can be portrayed by verb phrase “started making
fun” and “bullying started” that indicated the act of bullying. While the
second data delivers a Zach King‟s personally experience that bullied by
fellow students as shown by verb “sitting”, “talking” and “walk by”.
The enactment of the identity task is exhibited by pronoun “I”
used by Zach King in referring to himself and noun “third grade” to
indicate when bullying started in his school. Homophobic bullying can
occur in primary and secondary schools. Homophobic language and abuse
can start in primary school where pupils may call each other “gay” or
“lesbian” without really understanding what it means. Meanwhile in
secondary school, homophobic language can be more extensive.
Homophobic language can be used such as to suggest that a person is
laughable or in some way not behaving as they should do, as can be shown
46 Homophobic Bullying Safe to Learn: Embedding anti-bullying work in school, cited from http://teachernet.gov.uk/publications/homophobicbullying.org.uk, Accessed on May 5, 2017. 50
by “talk like a girl”, “walk like that” and “faggot” To verbally bully someone who is gay, or who is thought to be gay.
As for the relationship task, Zach King enacted a close connection by using noun phrases “when I was in third grade” and “that is when the bullying started” and “started making fun” in the first data and the use of clause “would be sitting” and “would just walk by” which support the idea to make ease of understanding of Zach King‟s homophobic bullying experience.
The politics task is display the act of informal offensive as show by noun “faggot”. The word “faggot” appeared in the United States during the early 20th century. It was used to refer to men who were seen as less masculine than people believed they should be. The word “faggot” became the slur most commonly used to abuse gay men and men perceived to be gay. In fact, “faggot” has become a general insult that is often used to humiliate any man. Since many people are biased against LGBT people, being called “faggot” is a big fear of many heterosexual men.
In the connection task, the interviewee connected the act of direct homophobic abuse that used to intimidate someone or make them feel uncomfortable as portrayed by verbs clause “started making fun” and “the bullying started” and “people would just walk by: Faggot." is used to verbally bully someone who is gay, or who is thought to be gay. Direct homophobic abuse is directed towards an individual or group of pupils, as either a one off incident or repeatedly. 51
From the sign system and knowledge tasks, the presentation of
information about Zach King‟s homophobic bullying represented with the
common verbs “started making fun”, “the bullying started” and “people
would just walk by: Faggot”. As known before, homophobic bullying was
one of the most common types of bullying in the schools.
The identification of the analyzed building tasks above can be seen
from the table below.
Table 3.2.3 Identification of Building Tasks of Data 5 & 6
Building Task
No Indicators
Politics
Activity
Identities
significance
Connections
Relationship
Sign Systems and Knowledge 1. I √
2. Third grade √ √ √
3. Started making fun √ √ √ √
4. The way I talked √ √ √ √
5. The bullying started √ √ √ √
6. Talk like a girl √ √ √
7. Walk like that √ √ √
8. Would be sitting √ √ √
9. Would just walk by √ √ √ √
10. Faggot √ √ √ √ √
52
4) Ron Smyth
Ron Smyth is a linguist who studied the “gay voice” extensively at the
University of Toronto. In his research over the past few years, he has been
examining the phonetic characteristics of gay and straight-sounding male
speech.
Data 7:
Gay-sounding men are using clearer vowels. Vowel durations are longer. „Ss‟longer. „Ls‟ clearer. Over articulating the „Ps, Ts, and Ks‟ Data 8:
They picked up on the fact that many characteristics of gay-sounding
voices are feminine characteristics. But they have got it all wrong,
because a lot of those gay-sounding voices are from straight guys.
Seven Building Task of discourse on data 7 and 8 are analyzed and
elaborated as to be seen below.
From the significance task, these two data build up intensity to
display remarkably huge concern on the perception of men‟s sexuality on
the basis of disembodied voices as displayed by the noun clause “Gay-
sounding men”. Probably the most compelling research investigating gay-
sounding voice comes from Smyth who additionally investigated which
phonetic features to judge gay- and straight-sounding voices. Furthermore
the level of significance to the result of Smyth‟s research can be measured
by the placing of noun phrases such as “clearer vowels” “Vowel durations
are longer”, „Ss‟longer, „Ls‟ clearer and over articulating the „Ps, Ts, and
Ks as the phonetic variables that correlate with these judgments. 53
Meanwhile the second data offers stereotypes of speech variation and sexual orientation represented by “feminine” and “straight guys” and
“characteristics”. For one thing, there is a popular culture that gay men‟s speech is phonetically marked, and that a listener is able to determine a speaker‟s sexual orientation just by listening to his voice.
In the activity task, the use of verb clause “using clearer vowels”,
Ss‟longer, „Ls‟ clearer “over articulating” in first data conveys the characteristics of gay-sounding speakers according to Smyth‟s research that investigating sexual orientation. Meanwhile in the second data, the use of verb phrase “picked up on the fact ” to represent the stereotypes in popular culture about sexual orientation based on their voices This stereotype is widespread and it is intriguing because of the potential mismatch, displayed by verb clause “they have got it all wrong”. Listeners may make evaluations of speakers based on speech stereotypes, these evaluations do not always correspond to speakers‟ self-stated sexual orientation. In other words, there are gay men who may be evaluated as stereotypically straight sounding and straight men that may be evaluated as stereotypically gay-sounding.
The enactment of identity is exhibited by the obvious usage of the noun phrases “gay-sounding man”, “straight gays” and the more detailed
“feminine characteristics” showing Ron Smyth as the interviewee concerning not only about an issue of the stereotypes of speech and sexual 54
orientation but his study also show evidence that listeners might perceive the voice of straight man as belonging to gay man and vice versa.
As for the relationship task, Ron Smyth using simple and familiar common linguistic unit such as “but”, “because” and phrasal verb
“picked up” which support the idea of make ease to understanding between the interviewee and audience. On the other hand the use of phonetic variable such as /s/, /Ls/, /Ps/, /Ts/ and /Ks that related to examination of speech and gay male sexual orientation.
The dealing of the social good in the politics task is displayed by a number of different phrases “picked up on the fact” for the start. The phrase deals with popular belief that speech is a reliable marker of an individual‟s gender and sexuality. But based on the Smyth (2003) result that indicated some gay men sounded straight and vice versa, as can be portrayed by clause “they have got it all wrong”.
In the connection task, Ron Smyth connected the phonetic variable such as /s/, /Ls/, /Ps/, /Ts/ and /Ks as the acoustic markers typically analyzed in gay speech research to “sounding-gay” voice characteristics.
Using these markings, researchers have asked listeners to rate voices, along a spectrum or by means of a binary choice, as masculine or feminine, gay or straight, and other social perceptions.
As for the sign systems and knowledge task, the use of noun phrase
“Gay-sounding men”, “feminine characteristics” and “straight guys” related to Smyth‟s study that investigating gay-sounding voice. On the 55
other hand, verb phrase “They picked up on the fact” and “they have got it
all wrong” related to Smyth (2003) research.47 In conducting his research,
Smyth recorded 25 male speakers (17 gay and 8 straight) reading two
passages and narrating a story of their choice. They then played a 30-
second sample of all recordings from each passage to 46 listeners, of
whom 14 were gay. The rest were reportedly straight. On the basis of the
listeners‟ judgments, Smyth created a scale of male voices ranging from
“very gay sounding to very straight-sounding” The scale indicated that
some gay men sounded straight and vice versa.
The identification of the analyzed building tasks above can be seen
from the table below.
Table 3.2.4 Identification of Building Tasks of Data 7 & 8
Building Task
No Indicators
Politics
Activity
Identities
significance
Connections
Relationship
Sign Systems and Knowledge 1. Gay-sounding men √ √ √
2. using clearer vowels √
3. Vowel durations are √ √ longer. 4. „Ss‟longer √ √ √ √
5. „Ls‟ clearer √ √ √ √
47 Ron Smyth, Greg Jacob and Henry Rogers, Male voices and perceived sexual orientation: An experimental and theoretical approach. Language and Society 32:329–350. 56
6. Over articulating the √ √ √ √ „Ps, Ts, and Ks‟ 7. picked up √ √ √ √
8. feminine √ √ √ characteristics 9. but √
10. have got it all wrong √ √ √
11. because √
12. gay-sounding voices √ √
13. straight guys √ √ √
5) Bob Corff
Bob Corff is an American dialect coach for actors. He has develop a
successful line of audio courses that help actors learn a dialect, learn to get
rid of an accent, learn to sing, and also improve their speaking voice.
Data 9:
It's an interesting view because, in this business, a lot of the casting people, a lot of the producers are gay, and even they will not hire somebody because the people in Middle America will not be able to accept that.
Seven Building Tasks of discourse on data 9 is analyzed as to be seen
below.
The significance task of these data can be seen from the
foregrounding of adjective “interesting” followed by the verb “will not
hire” as it display the sexual orientation influence performers‟ experiences
working in the entertainment industry through film, television, and other 57
media. As a displayed by “gay” “casting people” and “producers”
approved that LGBT performers may have barriers to overcome in their
search jobs. According to online survey of 5300 SAG-AFTRA members
conducted in 2012, about 53% of respondents believed that casting
directors, directors, and producers may be biased against lesbian, gay,
bisexual and transgender (LGBT) performers, meaning sexual orientation
and gender identity could factor into hiring decisions.48 The continuation of
this principle is the placement of a detail explanation as signified by
“people in America” which would have an impact in the injustice issue
discussed earlier.
From the activity task, Bob Corff enacted the action of information
sharing of current situation based on his experience as voice coach. In the
case of LGBT actors, many have professional pressure to hide their
orientation for fear or disparate treatment or even loss of employment. As
shown by the phrasal verbs “will not hire” and “will not be able to accept”
it informs about discrimination of LGBT in the workplace, especially in the
entertainment industry.
As for the identity task is indicated by the phrases “interesting view”,
“a lot of the casting people”, and “a lot of the producers” as it reflected to
directors are biased against LGBT performers in hiring. In the process, the
information shared specifically being focused on LGBT performers “gay”,
48 Lee Badgett, “Sexual Orientation & Gender Identity Diversity in Entertainment: experiences & Perspectives of SAG-AFTRA Members” cited from https://www.sagaftra.org/files/sag/documents/sagaftra_williams_lgbtstudy, Accessed on May 2, 2017. 58
in the entertainment industry through film, television, and other media as
shown by the noun phrase “this business”. At the end of the sentence, the
noun phrase “the people of America” brings up to provide a specific
identity of the issues. An overwhelming share of America‟s LGBT adults
offers testimony to the many ways they feel they have been stigmatized by
society. About 39% say that their lives were rejected by friend and society
because of their sexual orientation or gender identity, 21% say they have
been treated unfairly by an employer and about 40% say they have been the
target of slurs or jokes.49
The enactment of relationship task, Bob Corff enacted a connection
by using familiar linguistic units, such as “interesting” “because” and the
verb phrases like “will not hire” and “will not be able” which support the
idea of how sexual orientation and gender identity influence performers‟
experiences working in the entertainment business. Moreover, the placement
of noun phrases such as “a lot of the casting people”, “a lot of the
producers” and “the people of America”, in intended to relate a smaller
group of society which has a concern in these issues.
The dealing of the social good in the politics task is started from
exhibited by phrases “interesting view”. The phrase deals with the LGBT
issues in the entertainment industry, and how “People of America” is still
not comfortable with LGBT people.
49 Pew Research Center: Social & Demographic Trends: survey of LGBT Americans, cited from http://www.pewsocialtrends.org/2013/06/13/a-survey-of-lgbt-americans, Accessed on May 2, 2017. 59
As for the connections task, Bob Corff connected a unusual gesture as
indicated by the adjective “interesting”, and followed by sentence “in this
business”. Furthermore the use of the noun phrase such as “casting people”
and “the producers” related to “people of America”. In America, LGBT
performers might be put at a disadvantage compared to their non-LGBT
peers in access to finding work or in the process of auditioning for jobs.
In the sign systems and knowledge task, the interviewee used noun
“casting people”, “producers” as someone who works in the entertainment
industry and with more specified noun such as “gay” and “people of
America. Gay people in America Face an interesting kind of social scrutiny
based upon whether they are perceived to be LGBT or not.
The identification of the analyzed building tasks above can be seen
from the table below.
Table 3.2.5 Identification of Building Tasks of Data 9
Building Task
No Indicators
Politics
Activity
Identities
Significance
Connections
Relationship
Sign Systems and Knowledge 1. Interesting √ √ √ √ √
2. View √
3. Because √
4. This Business √ 60
5. Casting people √ √ √
6. Producers √ √ √
7. Gay √ √ √ √
8. will not hire √ √ √
9. people in Middle √ √ √ √ √
America
10. Will not be able √ √ √
11. To accept √
6) Don Lemon
Emmy Award for a special report on the real estate market in Chicago
winner Don Lemon is the first openly gay African-American national news
anchor in the U.S (Lemon hosts CNN Newsroom). During an on-air
interview with members of Bishop Eddie Long's congregation in September
2010, Lemon said that he was a victim of sexual abuse as a child, and that it
was not until he was thirty years old that he told his mother about it. In Do I
Sound Gay? Lemon acknowledges the pressure he felt to change his voice
for television.
Data 10:
That's really a tough question because I am sure that I have,
subconsciously. But I don't feel that I have to speak a certain way around
white people, I don't think I have to speak a certain way around black 61
people, I don't think I have to speak a certain way around gay people, and it gets me in trouble a lot, because I don't do it.
Data 11:
I have friends from home, quite honestly, some of my relatives will go,
“My Gosh, you sound like a white gay!”
Seven Building Tasks of discourse data 10 and 11 are analyzed and elaborated as to be seen below.
The significance task of these data can be seen from the foregrounding of adjective “tough” followed by adverb “subconsciously” as display the sense of the difficulties suffered by the LGBT people to face and respond the assumptions that there is a singular gay way of speaking homogenizes the diversity within the gay community displayed by noun “a certain way” followed by the noun phrase “white people, “black people”
“gay people” and “white gay”. Speech patterns associated with a speaker‟s sexual orientation or called “gay accents” is based on the observation that some gay people and community speak differently than others.
On activity aspect, the uses of verbs “have” and “speak” in informing the issue which is happening within himself and gay community.
Several gay unintentionally putting on a gay accent when they first „came out‟ and make it clear to everyone that they were gay, is shown by adverb
“subconsciously.” LGBT youth are coming out (sharing their gay or transgender identity with friends, family, and other adults) during adolescence. Family member‟s reaction to learning that a son is gay is often 62
negative. Common reactions such feeling as shock, disbelief, guilt and anger, as portrayed by clause in the second data “some of my relatives will go”, “gets me in trouble a lot” and you sound “like a white gay” as it inform that their family of family member had refused to accept them because their sexual orientation.
The enactment of the identity task is exhibited by the noun “white people”, “black people” and “gay people”. Black and white people inform about the structural racism in the U.S is the array of dynamics (historical and cultural) that routinely advantage whites while producing chronic adverse outcomes for people of colour. It is inequity, primarily characterized by whites, preferential treatment, privilege and power for white people at the expense of Black, Latino, Asian, Pacific Islander, Native American,
Arab and other racially oppressed people. While Most of lesbian, gay men and bisexual waited until they were adults to talk about their identity with others. Fear of rejection and serious negative reactions kept many gay adults from openly sharing their lives to the family, represented by noun “friends” and “relatives”.
As for the relationship task Don Lemon enacted a close connection by using simple and familiar common linguistic unit, such as
“but”, “because” and noun phrases “have to speak a certain way” which support between the idea of speech patterns associated with a speaker‟s sexual orientation in the first data and the reaction of family on gay- sounding voice in the second data. On the other hand, the noun “white 63
people” and “black people” usage related to the structural racism in the
U.S.
From the noun “white people”, “black people” and “white gay” can
be seen that the social good intent to share as a politics task is the belief in
structural racism that encompasses the entire system of white supremacy,
diffused and infused in all aspects of society, including our history, culture,
politics, economics and our entire social fabric. As an example, the process
of coming to terms with your sexuality can be a challenging and consuming
issue. As Black gay people, this process can be compounded by the existing
challenge of being a person of colour in a radicalized and racist society.
Many Black gay youth may feel that they must choose between their sexual
identities and their racial or cultural ones, and because of this belief,
experience a lot of confusion as they move between both identities.50
Don Lemon enacted the connection task by making the assumption of
gay speech pattern that there is a singular gay way of speaking homogenizes
the diversity within the gay community as indicated by “certain way “,black
people”, “gay people” and “white people” and how family and family
members had refused to accept them because their sexual orientation as
portrayed by “gets me in trouble a lot” and “some of my relatives will go”.
50 Dealing with being Different: A resource Guide for Gay, Lesbian, Bisexual, Transgender, Queer and Questioning Black Youth, Cited From http://black-CAP.org/dealing/different/LGBT/ blackyouth.html, Accessed on May 11, 2017. 64
From the sign systems and knowledge, Don Lemon had taken use of
the most familiar linguistic unit such as, the conjunctions “because” and
“but”, the adverb “around”, the nouns “people”, “way” “friends”,
“relatives” and the verb “speak” and “go”. Although it uses the more
understandable linguistic units to ease its audience when watching, it still
has sensible consideration on setting an understanding on the issue by the
use the specific language such as “white people” and “black people”.
The identification of the analyzed building tasks above can be seen
from the table below.
Table 3.6 Identification of Building Tasks of Data 10 & 11
Building Task
No Indicators
Politics
Activity
Identities
significance
Connections
Relationship
Sign Systems and Knowledge 1. tough question √
2. because √ √
3. subconsciously √ √
4. but √ √
5. speak √ √
6. certain way √ √ √
7. around √
8. white people √ √ √ √ √ √ 65
9. black people √ √ √ √ √ √
8. gay people √ √ √ √
9. gets me in trouble a √ √ lot 10. friend √ √
11. relatives √ √ √
12. will go √ √ √
13. white gay √ √ √ √
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
4.1 Conclusions
In this chapter, the writer summarizes the result of this study. As has been discussed that documentaries give tangible representation to aspects the world and offer us new views of common social issues to explore and understand, the writer uses transcripted conversation of documentary film titled Do I Sound
Gay? directed by David Thrope. Do I Sound Gay? is the first film to comprehensively exlore the linguistically and culturally rich notion of the „gay voice‟. Having interviewes with various background people - actor, activist, CNN news anchor, and fashion mentor; including Dan Savage, George Takei, Zach
King, Ron Smyth, Bob Corff and Don Lemon leads viewers into the issue based on his own story and the perspectives of each interviewee.
Based on the study conducted in chapter III by James Paul Gee‟ theory, the writer found that the interviewees has accomplished to make use of all seven building tasks; significance, activities, identities, relationships, politics, connections, and sign systems and knowledge to portray „gay voice‟ issues to the viewers. Amongst the building tasks; the significance task brought big names (i.e.
Arnold Schwarzenegger) to express political figure has an influence over these marriage and legal recognition for same-sex couples issue, the placing of term (i.e.
66 67
Misogyny and homophobia) to express the action of intolerance, discrimination and harassment to LGBT people, the activities task displayed the actions of informing, communicating and encouraging, the identities task enacted as supporters (i.e. Dan Savage, George Takei as activist for the LGBT community), experts figure in their own fields (i.e. Ron Smyth as linguist and Bob Corff as
American dialect coach for actors) and homophobic bullying victim (i.e. Zach
King who was brutally assaulted at his high school), the relationship task shown a familiarize approach towards its viewers, the politics task distributed social goods
(i.e. opposition, understanding and supporting) through its transcripted conversation, the connections task created the relevance of data discussing the same issue, and the sign systems and knowledge tasks used the used the familiar linguistics unit to ease the viewer comprehension.
4.2 Suggestions
The study of dicourse analysis needs to be explored. There are some suggestions for the next researchers who are interested in studying of discourse analysis especially based on James Paul Gee‟s building task of discourse theory.
In the beginning, it would be better for the next researchers to analyze building tasks of discourse from different written sources such as newspaper article or social networking sites (e.g. Facebook and twitter) .
Besides that, the suggestion for the next researchers is also to analyze how sort of social and cultural groups use and interpret language. Gee introduce the term “Discourse” with a capital “D” (so-called “big „D‟ Discourses”) as 68
„critical literacy‟ . The critical literacy involves using discourse analysis (CDA) to analyze the use of language of groups includes cultures and ethnic groups.
Discourses “big D” as is composed a distinctive ways of speaking to enact specific socially recognizable identities. Discourse are about being “kinds of people”, the example is there are different ways to be an African American or
Latino which portrayed each identity based on their culture. Unlike this study which focuses on discourse (with little “d”) to mean language in use of written language in use (texts) so that the analysis of „big D‟ is less profound. So, it can complete research related to discourse analysis and building tasks of dicourse by
James Paul Gee.
BIBLIOGRAPHY
Books
Bordwell, D. & Thomson K. Film Art: An Introduction 5th Ed. New York: McGraw-Hill, 2000.
Brown, Gillian and George Yule. Discourse Analysis. Cambridge: Cambridge University Press, 1983.
Cohen, Akiba A. The Television News Interview. London: SAGE Publications, Inc, 1987
Fairclough, Norman. Critical Discourse Analysis: The Critical Study Of Language,New York: Longman Group Ltd, 1995
Finney, Kelli Lynn. “Many Voiced, Many Selves: An Analysis of Education Blog Discourse”, Unpublished Thesis. Faculty of Art, Seattle Pacific University, 2007.
Gee, James Paul. An Introduction to Discourse Analysis: Theory and Method 2nd Ed. Oxon: Routledge, 2005.
______. How to do Discourse Analysis: A toolkit. Oxon: Routledge, 2011.
______. An Introduction to Discourse Analysis: Theory and Method 3th Ed. Oxon: Routledge, 2011.
Grinerson, John. Introduction to Documentary. Bloomington: Indiana University Press, 2010.
IH, Meyer and Dean L. Internalized homophobia, intimacy, and sexual behaviour among gay and bisexual men in Stigma and sexual orientation. Thousand Oaks: SAGE Knowledge, 1988.
Jarvie, Ian C. Movies as Social Criticism: Aspects of Their Social Psychology. London: The Scarecrow Press, Inc, 1987.
Peter, Furko. “As Good as it Gets – Scripted Data in Discourse Analysis”. Unpublished Bachelor Thesis.Institute of English and American Studies, University of Debrecen, 2015.
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Phillips, Nelson and Chyntya Hardy. Discourse Analysis: Investigating Processes of Social Construction. London: Sage Publications Ltd,2002.
Ramadhansya, Bagus Putra. “Discourse Analysis in the Huffington Post‟s Gay Voices (@HuffPostGay) Tweets in the Year of 2014”. Unpublished Bachelor Thesis. Faculty of Letters and Humanities, UIN Syarif Hidayatullah Jakarta, 2015.
Schiffrin, Deborah. Discourse Markers. New York: Cambridge University Press, 1996.
______. Approaches to Discourse 3th Ed. Malden: Blackwell Publishers Ltd, 2000.
Seymour, Chatman. Story and Discourse: Narrative Structure in Fiction and Film. Ithaca: Cornell University Press, 1978.
Silverman, David. Doing Qualitative Research. London: SAGE Publications Ltd, 2013.
Smyth, Ron. Greg Jacob and Henry Rogers, Male voices and perceived sexual orientation: An experimental and theoretical approach. Language and Society 32:329–350.
Subroto, Edi. Pengantar Metode Penelitian Linguistik Struktural. Surakarta: Sebelas Maret University Press, 1992.
W. Sarah, Glenn Smith and Sarah Curtis. Approaches to Sampling and Case Selection in Qualitative Research. London: Sage, 2000.
Wheelar, Keith S. “Discourse Analysis Examining the Teacher‟s Role in Negotiating Meaning of Text with Culturally and Linguistically Diverse Students”. Unpublished Master Degree Thesis. Southern Illinois University Carbondale, 2010.
Weinberg, G. Society and the Healthy Homosexual. New York: NY: Doubleday, 1973.
Wright, Basil. The Documentary Dilemma. Hollywood Quarterly. 1997.
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Websites
Badgett, Lee. “Sexual Orientation & Gender Identity Diversity in Entertainment: experiences & Perspectives of SAG-AFTRA Members” cited from https://www.sagaftra.org/files/sag/documents/sagaftra_williams_lgbtstudy, Accessed on May 2, 2017.
Pew Research Center: Social & Demographic Trends: survey of LGBT Americans, cited from http://www.pewsocialtrends.org/2013/06/13/a- survey-of-lgbt-americans, Accessed on May 2, 2017.
Human Rights Campaign‟s National Coming out Project: Promoting the Values of Honestly and Openness for GAY Americans and Their Family, Cited From http://rmc.library.cornell.edu/hrc.html , Accessed on May 5, 2017.
Homophobic Bullying Safe to Learn: Embedding anti-bullying work in school, cited from http://teachernet.gov.uk/publications/homophobicbullying.org, Accessed on May 5, 2017.
Dealing with being Different: A resource Guide for Gay, Lesbian, Bisexual, Transgender, Queer and Questioning Black Youth, Cited From http://black-CAP.org/dealing/different/LGBT/ blackyouth.html, Accessed on May 11, 2017.
APENDICES
Table 1: Gee’s Building Tasks of Language
We use Language to Build These Explanation Discourse Analysis Question to Identify Question Building Task
Significance Language is used to make How is this piece of language What are the situated some things more being used to make certain meaning of some words significant than others. things significant or not in what and phrases that seems ways? important in the situation?
Activities Language is used to get What activity or activities is What is the larger or main recognized as engaging in being enacted with the piece of activity (or set of activity) certain sort of activity. language? going on in the situation?
Identities Language is used to get What identity or identities is What identities (role, recognized as taking on this piece of language being positions) seems to be certain identity or role. used to enact? relevant to, taken for granted in, or under construction in the situation?
Relationships Language is used to build What sort of relationship or What sort of social social relationship. relationships is this piece of relationships seems to be language seeking to enact with relevant to, taken for others (present or not)? granted in, or under construction in the situation?
Politics Language is used to give What perspective on social What social goods (e.g. and express desires of goods is this piece of language status, power and class) (Social Goods) social status and goods. communicating (e.g. what is are relevant (or irrelevant) being communicated to be in this situation? How are “normal”, “good”, “correct”)? they made relevant or irrelevant?
Connections Language is used to note How does this piece of What sorts of connections the relevance or language connect or disconnect are made within and irrelevance and to things; how does it make one across the interaction? connect or disconnect thing relevant or irrelevant to between two things. another?
Sign system & Language employs How does this piece of language What sign systems are Knowledge different codes and sign privilege or disprivilege specific relevant (or irrelevant) in systems for different sign system (e.g. Indonesian vs. the situation (e.g. speech, English, technical language vs. reason. writing, images)? and everyday language, words vs. How are they made Images) or different ways to
knowing or claims to knowledge relevant or irrelevant? and belief?
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Transcript Conversation
1. Dan Savage’s Data
a. Not Chosen as Data
445 00:17:44,129 --> 00:17:45,529 Why do you think so many gay men
446 00:17:45,564 --> 00:17:48,329 are so self-conscious about sounding gay?
447 00:17:50,135 --> 00:17:51,135 A lot of gay men
448 00:17:51,136 --> 00:17:52,798 are self-conscious about sounding gay
449 00:17:52,838 --> 00:17:56,536 because we were persecuted for that when we were young.
b. Data 1
1108 00:46:38,328 --> 00:46:39,455 Misogyny.
1109 00:46:39,496 --> 00:46:40,896 They want to prove to the culture
1110 00:46:40,931 --> 00:46:43,093 that they're, you know, not not men,
1111 00:46:43,133 --> 00:46:44,965 that they're good because they're not women.
c. Data 2
1685 01:12:01,050 --> 01:12:02,609 That's the last vestige.
1686 01:12:02,651 --> 01:12:05,621 That's the last chunk of internalized homophobia
1687 01:12:05,654 --> 01:12:08,715 is this hatred of how they sound.
74
2. George Takei’s Data
a. Not Chosen as Data
786 00:32:58,209 --> 00:33:01,145 I don't think there is such a thing as sounding straight.
787 00:33:01,179 --> 00:33:03,341 Because, uh... well,
788 00:33:03,381 --> 00:33:06,112 people have said I sound straight,
789 00:33:06,150 --> 00:33:07,379 and I'm not.
b. Data 3
1528 01:05:25,688 --> 01:05:30,524 It's that insecurity that you have in yourself
1529 01:05:30,559 --> 01:05:34,360 that makes you conscious of the way you sound.
c. Data 4
1538 01:05:57,453 --> 01:06:00,685 In 2005, Arnold Schwarzenegger
1539 01:06:00,723 --> 01:06:02,954 vetoed marriage equality.
1540 01:06:03,192 --> 01:06:04,421 I was still closeted.
1541 01:06:04,460 --> 01:06:07,259 But on... on the 11 o'clock news,
1542 01:06:07,296 --> 01:06:11,597 I saw young, gay kids,
1543 01:06:11,634 --> 01:06:14,297 men and women, marching on Santa Monica Boulevard...
1544 01:06:17,473 --> 01:06:20,068 And I felt I needed to speak out,
75
1545 01:06:20,109 --> 01:06:22,271 and my voice needed to be authentic.
3. Zach King’s Data
a. Data 5
474 00:19:04,309 --> 00:19:05,868 When I was in third grade, people started making fun
475 00:19:05,911 --> 00:19:08,710 of the way I talked, and that's when the bullying started.
476 00:19:09,648 --> 00:19:10,877 Why do you talk like a girl?
477 00:19:10,916 --> 00:19:12,179 Why do you walk like that?
b. Data 6
480 00:19:16,788 --> 00:19:18,188 I would be sitting there talking to my friends.
481 00:19:18,223 --> 00:19:19,223 People would just walk by:
482 00:19:19,224 --> 00:19:20,283 "Faggot."
c. Not Chosen as Data
489 00:19:40,679 --> 00:19:42,705 'Cause I'm different, and I'm not afraid to be.
490 00:19:43,715 --> 00:19:44,808 I'm comfortable in my own skin.
491 00:19:44,850 --> 00:19:45,874 I'm a diva.
492 00:19:45,918 --> 00:19:47,750 They, like... they don't like that.
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4. Ron Smith’s Data
a. Data 7
643 00:27:03,722 --> 00:27:06,954 Gay-sounding men are using clearer vowels.
644 00:27:06,992 --> 00:27:09,188 Vowel durations are longer.
645 00:27:09,227 --> 00:27:11,287 Ss longer.
646 00:27:11,329 --> 00:27:13,696 Ls clearer.
647 00:27:13,732 --> 00:27:17,260 Over articulating the Ps, Ts, and Ks
b. Data 8
737 00:30:50,548 --> 00:30:52,983 They picked up on the fact
738 00:30:53,017 --> 00:30:56,112 that many characteristics of gay-sounding voices
739 00:30:56,154 --> 00:30:58,180 are feminine characteristics.
740 00:30:58,223 --> 00:30:59,316 But they've got it all wrong,
741 00:30:59,357 --> 00:31:02,020 because a lot of those gay-sounding voices
742 00:31:02,060 --> 00:31:03,358 are from straight guys.
c. Not Chosen as Data
775 00:32:32,717 --> 00:32:36,552 In our study with 25 men and 46 listeners,
77
776 00:32:36,587 --> 00:32:39,216 the average accuracy in guessing
777 00:32:39,257 --> 00:32:41,658 the man's sexual orientation correctly
778 00:32:41,693 --> 00:32:44,219 was only about 60%.
779 00:32:44,262 --> 00:32:45,560 Whoo!
780 00:32:45,596 --> 00:32:48,327 So 40% of the men
781 00:32:48,366 --> 00:32:50,096 were misclassified by the listeners.
782 00:32:50,134 --> 00:32:51,659 Either gay men who sound straight
783 00:32:51,703 --> 00:32:53,604 or straight men who sound gay.
5. Bob Corff’s Data a. Not Chosen as Data
877 00:37:21,505 --> 00:37:23,565 I do have people who come to me, uh,
878 00:37:23,608 --> 00:37:25,736 to ask to sound less gay.
879 00:37:26,744 --> 00:37:31,978 I would say it's probably between 20 and 50, a... a year.
b. Data 9
889 00:37:46,664 --> 00:37:49,532 It's an interesting view because, in this business,
890 00:37:49,567 --> 00:37:52,628 a lot of the casting people, a lot of the producers are gay,
78
891 00:37:52,670 --> 00:37:54,605 and even they won't hire somebody
892 00:37:54,639 --> 00:37:57,370 because the people in middle America
893 00:37:57,408 --> 00:37:59,877 will not be able to accept that.
6. Don Lemon’s Data a. Data 10
1073 00:44:54,925 --> 00:44:56,985 That's really a tough question
1074 00:44:57,027 --> 00:45:00,156 because I'm sure that I have, subconsciously...
1075 00:45:01,165 --> 00:45:03,293 But I don't feel that I have to speak a certain way
1076 00:45:03,333 --> 00:45:04,733 around white people,
1077 00:45:04,768 --> 00:45:06,828 I don't think I have to speak a certain way
1078 00:45:06,870 --> 00:45:07,870 around black people, 1079 00:45:07,871 --> 00:45:11,000 I don't think I have to speak a certain way around gay people,
1080 00:45:11,041 --> 00:45:14,011 and it gets me in trouble a lot, because I don't do it. b. Not Chosen as Data
1706 01:12:53,902 --> 01:12:56,098 There is nothing wrong with sounding gay.
1707 01:12:56,138 --> 01:12:58,573 There's nothing wrong with being effeminate.
1708 01:12:58,607 --> 01:13:00,075 There's nothing wrong with being butch.
79
1709 01:13:00,109 --> 01:13:02,840 There's nothing wrong with sounding straight.
1710 01:13:04,146 --> 01:13:06,138 Just do it with confidence.
C. Data 11
1084 00:45:19,116 --> 00:45:21,847 I have friends from home.
1085 00:45:21,885 --> 00:45:24,150 Quite honestly, some of my relatives will go,
1086 00:45:24,188 --> 00:45:27,056 "My gosh! You sound like a white guy."